Library Media Program Plan for a school Vision
As school library media specialists we envision collaboration with teachers, administrators and students to incorporate 21st century skills, technology, and up-to-date resources to increase student achievement and promote lifelong learning. Mission
The mission of the school library media program is to ensure that students and staff are effective users of ideas and information. The school library media specialist (SLMS) empowers students to be critical thinkers, ethusiastic readers, skillful researchers, and ethical users of information by:
- Collaborating with educators and students to design and teach engaging learning experiences that meet individual needs.
- Instructing students and assisting educators in using, evaluating, and producing information and ideas through active use of a broad range of appropriate tools, resources, and information technologies.
- Providing access to materials in all formats, including up-to-date, high-quality, varied literature to develop and strengthen a love of reading.
- Providing leadershiop in the total education program and advocating for strong school library media program as essential to meeting local, state, and national education goals
from Empowering Learners (p.8) Library Media and Technology Committee
Library Media Specialist
Principal/ Assistant Principal/ administrator
Teachers (one from each grade level or team)- grade level coordinator
Students/ Parents/ Learning Community (other resource teachers)
Suggestions for committee:
Reconsideration of resources
Needs assessment for resources
Budget planning
Library media program planning
Program advocacy
Overview of School
Size- just under 1000 students, 80 teachers, 3 administrators Grade levels- 8th and 9th grades Curriculum- self contained classrooms in a team envrionment Technology- Each teacher and student has a laptop, in classroom there is a desktop computer, and a smartboard with projector. Accredited- Last district accreditation November 2007 by SACS Needs Assessment
1.) State has mandated technology plan with 21st Century Skill integrated into curriculum
2.) 100% of teachers use technology as management tools (grade reports, attendance, email, create websites)
3.) 55% of teachers utilize technology in the curriculum
4.) ARMT scores did not meet adequate yearly progress (AYP) for 2008-2009 Goal(s)/ Objective(s) Goal 1: To provide professional development on how to integrate technology into the classroom. Objective 1a: Given an interactive board, all teachers will be able to demonstrate how to use the interactive board in one lesson. Objective 1b: Given virtual library resource access, the teacher will be able to demonstrate how to use virtual resources in one lesson Goal 2: To improve student ARMT scores Objective 2a: Given access to online resources, students will demonstrate how to make informed decisions, apply new knowledge to new situations, and create new knowledge Action Plan Objective 1a: Given an interactive board, all teachers will be able to demonstrate how to use the interactive board in one lesson. Opportunities:
Every classroom has an interactive board
60% of teachers use interactive board everyday. 55% indicated use of interactive board in one lesson per year
One expert teacher in each school who can help train other teachers
District Library Media Supervisor
Challenges:
40% of teachers do not use interactive board everyday
Some teachers may not use interactive boards for curriculum purposes
Maintaining interactive boards- making certain they function is a challenge
When interactive boards installed, there was not systematic training offered
New teachers may not know how to use the type of interactive board
Actions
Determine how many teachers need specific training
Provide hands-on training for how to operate and how to use in curriculum
Engage the "expert teacher" to help provide training
Identify mentor teacher who can help other teachers use interactive board
Follow-up sessions or planning
Decide when to offer training and assistance
Timeline
Late April/ Early May- determine how many teachers need training for interactive board
May/ June- Planning (in-depth) for the training- district media specialist will help here
July/ Early August- offer 2 different hands-on training sessions
August/September- these may be in afternoons
Budget
Time for needs assessment- 3 hours x $34.00/hr= $102.00 (in kind)
Time for planning - 3 days (21 hours)= $714.00 cost for planning for system (in kind)
Time for training on mechanics- 2 hours x $34.00/hr = $68.00x 2 trainers= $136.00
One expert trainer 10 hours x $100/hr = $1000.00
Time for training on curriculum - 10 hours x $34.00/hr = $340.00 (5 sessions 2 hours long)
Develop Podcast with directions for using interactive board- 10 hours x $34.00/hr= $340.00 (in kind)
Software to create podcast- $300.00 (in kind)
Purchase interactive board - $3000 (for board and LCD projector)- (in kind)
Evaluation
Follow-up online survey with teachers
Review lessons using interactive board and software, use rubric to record level of curriculum
General usage statistics for how often interactive board was online (1st 9 weeks, 2nd 9 weeks, etc.)
Prepare video sample of using interactive board
First person "testimonials" (teachers and/or students)
Progress Report
Goals/objectives restated:
Goal 1: To provide professional development on how to integrate technology into the classroom. Objective 1a: Given an interactive board, all teachers will be able to demonstrate how to use the interactive board in one lesson.
Action or activity- overview
Budget overview- mention time spent and approximate costs benefits to system
Results- from evaluation
Future plans/ Recommendations
Report to 1) Principal, 2) Library Media & Technology Committee 3) District supervisor, etc.
Publish information in Library Media "new" website (program advocacy)
Action Plan #2
Objective 2a: Given access to online resources, students will demonstrate how to make informed decisions, apply new knowledge to new situations, and create new knowledge Opportunities
Teachers and students have access to online resources for critical thinking assignments
Students will participate in AMSTI projects, many of which are posted online, which allow students to sharpen problem-solving skills
Access to Study Island and Practice Planet for students to practice ARMT style problems
Challenges
Teachers and students may not have internet access at home
All teachers may not be AMSTI trained
Teachers and students may not be familiar with websites
Actions
Determine if teachers and students are familiar with online resources (use survey)
Find out which teachers need AMSTI materials and ask other trained teachers to share resources
Decide when, where and how to introduce students and teachers to online resources
Provide teachers and students with introductory hand-on training to Study Island and Practice Planet
Compare 2009-2010 ARMT scores in the Spring
Timeline
Allow teachers to review ARMT test scores in August
In September survey students and teachers about familiarity of online resources for test preparation
In October ask teachers when would be a good time to train teachers and students
Prepare and plan for training
Hands-on training with teachers and students (preferrably in classrooms) with projector.
June/July 2010 compare ARMT scores to previous years
Budget
Needs Assessment- Analyze survey results- 3hrs x $34/hr= $102.00 (in kind)
Training planning/ preparation- 2 days- 14 hours x $34/hr= $476 (in kind)
Hands-on training in classrooms- 0.5 hour x $34/hr= $17 x 80 classrooms = $1360 (in kind)
Site license for Study Island is $1760.00 per grade level x 2 grades= $3520.00 annualy
Review practice assessment data teachers have collected from student use of websites
General usage statistics for how often the online resources were used (1st 9 weeks, 2nd 9 weeks, etc.)
First person "testimonials" (teachers and/or students)
Analyze ARMT scores from Spring 2010
Progress Report Goals/Objectives Restated
Goal 2: To improve student ARMT scores Objective 2a: Given access to online resources, students will demonstrate how to make informed decisions, apply new knowledge to new situations, and create new knowledge
use the interactive board in one lesson.
Action or activity- overview
Budget overview- mention time spent and approximate costs benefits to system
Results- from evaluation
Future plans/ Recommendations
Report to 1) Principal, 2) Library Media & Technology Committee 3) District supervisor, etc.
Publish information in Library Media "new" website (program advocacy)
Library Media Program Plan for a schoolVision
As school library media specialists we envision collaboration with teachers, administrators and students to incorporate 21st century skills, technology, and up-to-date resources to increase student achievement and promote lifelong learning.
Mission
The mission of the school library media program is to ensure that students and staff are effective users of ideas and information. The school library media specialist (SLMS) empowers students to be critical thinkers, ethusiastic readers, skillful researchers, and ethical users of information by:
- Collaborating with educators and students to design and teach engaging learning experiences that meet individual needs.
- Instructing students and assisting educators in using, evaluating, and producing information and ideas through active use of a broad range of appropriate tools, resources, and information technologies.
- Providing access to materials in all formats, including up-to-date, high-quality, varied literature to develop and strengthen a love of reading.
- Providing leadershiop in the total education program and advocating for strong school library media program as essential to meeting local, state, and national education goals
from Empowering Learners (p.8)
Library Media and Technology Committee
- Library Media Specialist
- Principal/ Assistant Principal/ administrator
- Teachers (one from each grade level or team)- grade level coordinator
- Students/ Parents/ Learning Community (other resource teachers)
Suggestions for committee:Overview of School
Size- just under 1000 students, 80 teachers, 3 administrators
Grade levels- 8th and 9th grades
Curriculum- self contained classrooms in a team envrionment
Technology- Each teacher and student has a laptop, in classroom there is a desktop computer, and a smartboard with projector.
Accredited- Last district accreditation November 2007 by SACS
Needs Assessment
1.) State has mandated technology plan with 21st Century Skill integrated into curriculum
2.) 100% of teachers use technology as management tools (grade reports, attendance, email, create websites)
3.) 55% of teachers utilize technology in the curriculum
4.) ARMT scores did not meet adequate yearly progress (AYP) for 2008-2009
Goal(s)/ Objective(s)
Goal 1: To provide professional development on how to integrate technology into the classroom.
Objective 1a: Given an interactive board, all teachers will be able to demonstrate how to use the interactive board in one lesson.
Objective 1b: Given virtual library resource access, the teacher will be able to demonstrate how to use virtual resources in one lesson
Goal 2: To improve student ARMT scores
Objective 2a: Given access to online resources, students will demonstrate how to make informed decisions, apply new knowledge to new situations, and create new knowledge
Action Plan
Objective 1a: Given an interactive board, all teachers will be able to demonstrate how to use the interactive board in one lesson.
Opportunities:
- Every classroom has an interactive board
- 60% of teachers use interactive board everyday. 55% indicated use of interactive board in one lesson per year
- One expert teacher in each school who can help train other teachers
- District Library Media Supervisor
Challenges:- 40% of teachers do not use interactive board everyday
- Some teachers may not use interactive boards for curriculum purposes
- Maintaining interactive boards- making certain they function is a challenge
- When interactive boards installed, there was not systematic training offered
- New teachers may not know how to use the type of interactive board
Actions- Determine how many teachers need specific training
- Provide hands-on training for how to operate and how to use in curriculum
- Engage the "expert teacher" to help provide training
- Identify mentor teacher who can help other teachers use interactive board
- Follow-up sessions or planning
- Decide when to offer training and assistance
Timeline- Late April/ Early May- determine how many teachers need training for interactive board
- May/ June- Planning (in-depth) for the training- district media specialist will help here
- July/ Early August- offer 2 different hands-on training sessions
- August/September- these may be in afternoons
BudgetEvaluation
Progress Report
Objective 1a: Given an interactive board, all teachers will be able to demonstrate how to use the interactive board in one lesson.
Action Plan #2
Objective 2a: Given access to online resources, students will demonstrate how to make informed decisions, apply new knowledge to new situations, and create new knowledge
Opportunities
- Teachers and students have access to online resources for critical thinking assignments
- Students will participate in AMSTI projects, many of which are posted online, which allow students to sharpen problem-solving skills
- Access to Study Island and Practice Planet for students to practice ARMT style problems
Challenges- Teachers and students may not have internet access at home
- All teachers may not be AMSTI trained
- Teachers and students may not be familiar with websites
ActionsTimeline
Budget
Evaluation
- Follow-up online survey with teachers
- Review practice assessment data teachers have collected from student use of websites
- General usage statistics for how often the online resources were used (1st 9 weeks, 2nd 9 weeks, etc.)
- First person "testimonials" (teachers and/or students)
- Analyze ARMT scores from Spring 2010
Progress ReportGoals/Objectives Restated
Goal 2: To improve student ARMT scores
Objective 2a: Given access to online resources, students will demonstrate how to make informed decisions, apply new knowledge to new situations, and create new knowledge
use the interactive board in one lesson.